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In the last 20 years, teacher training, inspection and PRM observations of classroom teachers have all become obsessed with the cult of pedagogy. They reward and promote the exquisite performer, for their card sorts, group work, 3-part lessons and active learning...
...yet they forget that pedagogy alone is useless. Teaching must be applied to something. We should not be interested in the who can “teach well”, but instead should reward those who can “teach mathematics well”...
The didactics of mathematics- the technical detail of what is to be taught - is vital. The effective mathematics teacher is the teacher who applies their pedagogy to ensure that all pupils grip ideas. This requires didactics, not mere performance...
The exquisite performer may well be an excellent teacher. But it is also true that the teacher may by a huge personality, with lively lessons, from whom the pupils learn nothing. Also, it is possible to be a miserable sod of a teacher, from whom the pupils learn a great deal...
...as a profession, we must reject the cult of pedagogy and instead reward and promote those who, by knowing the technical detail of their subject content in depth, are able to lead all pupils to lasting understanding of the ideas at hand...
...Pedagogy without didactics is empty, meaningless performance for the benefit only of the performer’s ego and at the opportunity cost of the real learning that can lift pupils up and bring them enlightenment and autonomy. #bringbackdidactics
